online ESL teaching method. Employing a one-group, post-test only design, with a qualitative approach

and a descriptive scope, the study assessed student engagement, learning outcomes, and promising

benefits. Of twenty-one students who agreed to be part of this study in the super intensive course,

fourteen approved successfully a mock A2 Key exam, demonstrating potential results. The course

fostered a dynamic and learner-centered environment, suggesting alternative approaches for online

ESL education without utilizing textbooks. However, limitations like sample size and the absence of a

control group suggest further research for conclusive evidence.

descriptivo, el estudio evaluó la participación de estudiantes, los resultados de aprendizaje y los

posibles beneficios. Participaron veintiún estudiantes matriculados en el curso super intensivo,

catorce de los cuales aprobaron con éxito una simulación de examen A2 key, lo que demuestra

resultados prometedores. El curso se basó en crear un entorno dinámico y centrado en los

estudiantes, sugiriendo enfoques alternativos para la educación ESL en línea. Sin embargo,

limitaciones como el tamaño de la muestra y la ausencia de un grupo de control sugiere estudios

adicionales para obtener resultados concluyentes.

aprendizaje, factibilidad

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,

publicado en este sitio está disponibles bajo Licencia Creative Commons.

Cómo citar: Herrera Bonilla, M. T., & Albán Vinueza, A. P. (2024). Breaking the mold: a university case

The increasingly interconnected world demands clear communication, highlighting the limitations of

traditional, textbook-driven ESL approaches (Skjelsvik, 2023). These rigid structures often fail to equip

students with adaptable language skills due to their one-size-fits-all nature. Recognizing this need, a

experiences and promoting greater collaboration and interactivity.

According to Cozart et al. (2021), blended learning empowers ESL learners through flexibility, allowing

them to study at their own pace and revisit topics. B-learning platforms cater to individual needs through

interactive exercises and diverse online resources like discussion forums and video conferencing,

encouraging a richer and more communicative learning experience.

The Super Intensive course challenged traditional textbook-based learning by becoming an online

synchronous program with a student-centered approach. The course content, meticulously organized

into units and lessons, was carefully aligned with the Common European Framework of Reference for

Languages (CEFR) while leveraging the university's Google Suite subscription. This eliminated the need

for expensive textbooks, providing students with a completely free course which is always a viable

alternative for public university students in our country. The focus on real-world content, creatively

environment, climate, living conditions, and even age must be considered to tailor the learning

experience effectively. About this, Getie (2020) claims that the attitudes of students towards learning

English as a foreign language are influenced by a variety of factors, including their motivation, learning

environment, and cultural background. Intrinsic motivation, such as personal interests in the language

and its culture, play a significant role in shaping positive attitudes. Extrinsic factors, like academic

requirements and future career prospects, also impact students' enthusiasm. The learning

environment, including the quality of teaching, classroom dynamics, and availability of resources, can

students' previous experiences with the language contribute to their overall disposition. Supportive

family and social networking sites can further encourage a positive attitude, while negative past

experiences or lack of support may lead to resistance or apathy towards acquiring the language.

Finally, this case study offers valuable insights for educators seeking to implement alternative

strategies in their online English language courses. The findings can serve as a roadmap or starting

point for developing or adapting existing curricula to incorporate custom-made materials and readily

available online resources. Breaking the mold of traditional textbook-based instruction opens doors for

a more dynamic and student-centered learning experience, potentially revolutionizing online English

language education.

textbooks.

learning process.

practices.

preferences of students. Moreover, reliance on standardized materials may stifle creativity and

innovation in the classroom. Alternative teaching methods, such as task-based learning and content-

based instruction, have emerged as viable alternatives to traditional textbook-driven approaches,

offering greater flexibility and adaptability to diverse learner needs.

Textbooks remain a cornerstone of education, providing structured content and a common foundation

for teachers and students. However, they can be susceptible to criticism for neglecting the dynamic

aspects of language, particularly the influence of culture on communication. Textbooks might prioritize

grammar rules and vocabulary over the social cues and contexts that shape how we use language

effectively in different situations. This can create a gap between what students learn and the

explore alternative, dynamic methods such as experiential learning, digital resources, and interactive

activities that cater to diverse learning styles. He uses the action research approach to adapt his

strategies based on real-time feedback and observations, promoting a more invigorating and pertinent

learning environment, ensuring that the instructional methods evolve in response to the students' needs

matter. Furthermore, teaching outside the classroom can support diverse learning styles,

It is common for teachers to use alternative tools instead of textbooks to convey meaning. One of these

alternatives is B-learning, or blended learning, which offers a dynamic and versatile approach to English

teaching that transcends the limitations of traditional textbooks. In this model, educators seamlessly

integrate digital tools, interactive platforms, and face-to-face instruction to create a rich, engaging

According to Cozart et al. (2021), it is imperative to reconceptualize English learning materials to move

that align with contemporary educational needs. This shift is driven by the preferences of students, who

often express a reluctance to purchase textbooks and, when they do, rarely utilize them to their full

potential. By harnessing the power of digital tools, educators can create compelling, dynamic content

students to practice language skills at their own pace, access a wider range of materials, and receive

immediate feedback. This combination supports a more holistic and effective language learning

process, accommodating different learning styles and schedules, and ultimately leading to better

outcomes in English proficiency.

Online ESL (English as a Second Language) learning has transformed the way non-native speakers

acquire English proficiency, offering flexibility and accessibility that traditional classroom settings often

courses—such as video conferencing, language apps, and discussion forums—facilitates immersive

and engaging language practice. Nevertheless, online learning also presents challenges, such as the

need for self-discipline, reliable internet access, and potential feelings of isolation. Despite these

hurdles, the adaptability and comprehensive nature of online ESL programs make them an invaluable

apps offer interactive and engaging methods for practicing language skills, and when used alongside

real-world experiences, they provide a comprehensive approach to language learning. In the words of

De Wilde et al. (2020), studies examining the effects of out-of-school exposure on language learning

highlight the significant role that diverse, real-world experiences play in enhancing language

acquisition. Activities such as reading, watching television (with and without subtitles), listening to

music, gaming, and using social media provide authentic and engaging contexts for learners to practice

and develop their language skills. These forms of exposure can complement formal education by

cultural understanding. For instance, watching television with subtitles can reinforce listening skills and

aid in the recognition of spoken words, while reading books or articles can expand vocabulary and

improve grammar. Gaming and social media use often involve interactive and immersive environments

and Tandem connect learners with native speakers for real-time conversation practice, promoting

authentic language use and cultural exchange. Other apps, such as BBC Learning English and British

Council's LearnEnglish, provide multimedia resources including videos, podcasts, and articles tailored

to different proficiency levels. Many of these apps also offer personalized learning plans, progress

educators to adapt their teaching methods to better suit students’ interests and learning styles, making

lessons more appealing and effective. Without the pressure to simply cover textbook content, teachers

can focus on ensuring that students truly understand and retain the material. This flexibility increases

the use of diverse and authentic resources, which can make learning more relevant and impactful.

The population that went through the whole course, actively participated. Firstly, students fulfilled the

requirements mentioned above in the inclusion criteria. Secondly, they were informed about the pilot

course they would take part in, such as: the teaching methods included interactive lectures, group

discussions, role-plays, and project-based assignments. Finally, assessment was conducted through a

combination of quizzes, presentations, and portfolio evaluations, allowing for comprehensive

evaluation of student learning outcomes.

In like manner, the course employed synchronous communication through Google Meet, capitalizing on

the university’s existing subscription to Google Suite applications like Google Forms, jamboard,

classroom, drive, as the main. Moreover, several free online applications were utilized to promote

intellectual development: liveworksheets, nearpod, quizlet, kahoot, classmarker, flipgrid, quizizz, among

was designed by the main tutor and focused on the same skills (listening, use of language, reading, and

writing) but drew content from the course's diverse resources. Notably, students performed better on

Exam 2. This suggests that formal assessments can be effective without relying solely on rigid

textbooks, potentially indicating a more transferable grasp of the material.

Source: Direct research.

The analysis of exam scores revealed a significant improvement in student performance on Exam 2,

which utilized custom learning materials designed by the main tutor. Average scores across all skill

sections (listening, use of language, reading, and writing) showed a notable increase compared to Exam

1, which relied on a traditional textbook. This is particularly evident in the listening and writing sections,

Source: Direct research.

This course involved twenty-one students, with data collected through observations, student

reflections, and course materials analysis. The findings suggested a positive learning experience for

students, with amplified participation and a sense of community fostered by the collaborative activities.